CHAPTER 11: Do Mathematical Laboratories Enhance Primary School Students’ Hands-On Learning Experiences?

Several studies in mathematics education conducted in the past two decades describe difficulties that many students experience in connecting their learning to real life. Such difficulties may lead to a loss of interest by students in studying mathematics and sometimes negatively affect their learning results. Therefore, many authors suggest looking for a way to help children make connections between mathematics and real life (Ball, 1993; Cobb, & Yackel, 1998; Greer, 1997; Kilpatrick, 1987, Lesh, 1985; Resnick, 1988; Reusser & Stebler, 1997; Verschaffel, Greer, & De Corte, 2000).

To build these connections, studies suggest creating an environment that would promote and enhance this kind of learning, so students learn competently and efficiently without losing sight of the meaning of what they are doing by solving real problems (Lampert, 1986 p. 340). What environment could increase students’ interest in making such connections? Schiefele and Csikszentmihalyi (1995) suggest that teachers can increase their students’ interest in mathematics by incorporating activities such as small group work, projects, the use of computers, and by placing problemsolving activities in real-world contexts. Hill (1998) looked for an alternative approach that emphasizes creative, dynamic, and interactive processes. This approach will engage exploration, join conceptual and procedural knowledge—both thought and action—and encourage considerations to technology, human and environmental interactions.